Two-phase transitional support intervention combining a study skills group with a student-driven empowerment group¶

Design · All designs
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The intervention pattern provides three foundational supports for returning alternative academy students: group, mentor and advocate. Phase I is a psychoeducational study skills group; the article specifies "a psychoeducational study skills group consisting of six modules covered over 8 weeks: (a) goal setting, (b) self-regulation, (c) organizational strategies, (d) study strategies and directions, (e) note-taking strategies and (f) test-taking strategies/managing test anxiety." Phase II is the EGAS empowerment model, in which students choose the weekly discussion topics while leaders facilitate, continuing weekly through the school year. Graduate student interns provided mentoring and a school counselor served as advocate.

Design Implications¶

Context¶

Requirements¶

Deliverable in a group format without direct teacher involvement
Adult support in the form of group facilitators, mentors and a school advocate
Phase II groups are student-driven, with students presenting topics and leaders facilitating discussion

Constraints¶

The intervention was designed to support students for an entire year and was evaluated in one southeastern United States school district

Target Learners¶

at-risk high school youth returning from a 45-day alternative school remanded placement

Learning Goals¶

study skills and self-regulation
empowerment and positive self-variables
school engagement
academic success

Claims¶

Examples¶

-

Key Sources¶

Kelchner, V. P., Evans, K., Brendell, K., Allen, D., Miller, C., & Cooper-Haber, K. (2017). The Effect of a School-Based Transitional Support Intervention Program on Alternative School Youth's Attitudes and Behaviors. The Professional Counselor, 7(2), 169-184. https://doi.org/10.15241/vpk.7.2.169

Page metadata

Field	Value
`type`	`design`
`id`	`two-phase-transition-support-pattern`
`title`	`Two-phase transitional support intervention combining a study skills group with a student-driven empowerment group`
`description`	`The intervention pattern provides three foundational supports for returning alternative academy students: group, mentor and advocate.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `kelchner-2017`

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